10/21/2015 1 Reframing at-Risk to High Potential: Increasing Achievement & Success for Hispanic/Latin@ College Students 2015 HACU National Conference Miami, Florida October 11, 2015 Thomas Brown www.tbrownassociates.com [email protected]Thomas Brown & Associates Leveraging Knowledge, Change, and Diversity Please cite as: Brown, Thomas. " Reframing at-Risk to High Potential: Increasing Achievement & Success for Hispanic/Latin@ College Students." 29 th HACU Annual Conference. Miami, FL. October 11, 2015. www.tbrownassociates.com [email protected]Thomas Brown & Associates Leveraging Knowledge, Change, and Diversity Today’s session Why does increasing success for Hispanic/Latin@ students matter– challenges, strengths. Examine beliefs and theories illuminating why too many students do not achieve their full potential Highlight effective theory-based practices— individual and institutional– that have increased student engagement and success Introduce Mario Rivas’ 0-100 Teaching, Advising & Learning Method Solve the Mideast Crisis 4 Fulfilling the Promise of the Community College Co-editors • Thomas Brown • Margaret C. King • Patricia Stanley Co-sponsored by Chapter 4: “Reframing At-Risk to High Potential: Supporting the Achievement and Success of Underprepared Students” Tom Brown Mario Rivas Shared Challenges Although this book was written for community college professionals, there is a broader audience. Many of the issues are applicable to four- year students, much of the text applies to other higher education student success programming. Book Review, NACADA Journal 32(1) Laura Shafer-Malone, 2012
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Increasing Student Success for Community College Students
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Cultural Identity Development in Latino Adolescents
Bacallo & Snokski, 2005
Acculturation
To live in the borderlands means you
are neither hispana, india, negra, espanola
ni gabacha, eres mestiza, mulata, half breed.
Caught in the crossfire between camps
while carrying five races on your back
not knowing which side to turn to, run from…
To survive in the Borderlands
you must live sin fronteras —be a crossroads.Borderlands/La Frontera: The New Mestiza
Gloria Anzaldua, 1987
Identity Development
Hispanic/Latino@ students must
integrate three worlds:
1. Familia y comunidad
2. The academic world
3. The “self” which emerges from
combining these worlds.Torres, Howard-Hamilton, & Cooper, 2003
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Challenges for Hispanic/Latin@ Students
Difference between college and previous
educational settings
“Minority” for the first time
Lack of mentors and role models
Issues of identity development
Low expectations of faculty, staff, & peers
Brown & Rivas, 1997, 2004, 2011
Stereotype Threat
Stereotype Threat
Being at risk of confirming, as a self
characteristic, a negative stereotype
about one’s group.
Steele & Aronson, 1995; Steele, 2010
• Poor vs Rich in academics
• Women in STEM
• Multicultural students in STEM
• Whites vs. Asians in STEM
• Student-Athletes
The “weight” of stereotypes leads to…
“Over-efforting” versus a search for alternative
strategies to succeed at a task (multi-tasking:
“slaying the ghost in the room”);
Psychological pressure that lessens the effect
of cognitive functions on tasks (activation of
“worry” circuits in the brain);
Withdrawal from seeking help from others to
handle difficult learning tasks (shame).
Reducing stereotype threatSteele, 2012
1.Understand the impact of stereotype threat;
2. Model non-stereotypical behavior towards
all students;
3. Structure learning experiences to reduce
stereotype threat.
Many non-traditional students want their doubts [dudas] erased about their being capable of learning….
This is especially true for first generation students, Hispanic and African American students….
Laura Rendon, 1994, 2001
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My first day, I looked around this beautiful,
lush, rich campus and thought, “What the
hell am I doing here?” It’s only a matter of
time before they realize that I’m not one of
them. I’m not rich. I don’t have a loving
family to go home to on holidays. [Only]
foster parents who don’t want me, a stepdad
in prison, and a dead mother...
“And, I am not smart. I scored 580 on
my SATs….”
Doubts and dudas….
“And, I am not smart. I scored 580 on
my SATs….”Professor Tammy Ramos
BA and BS, St. Mary’s College of California
JD, Notre Dame Law School
What Works:
Transforming Students Through Validation
Success appears to be contingent on whether [faculty and staff] can validate students in an academic or interpersonal way.
Laura Rendon
You belong here. You can achieve your goals.
I am/we are here to support you to succeed.
Multiple issues: Hispanic/Latin@
and Underprepared
Minority students concentrated in under-funded and segregated schools districts have a higher likelihood of being underprepared for college, and achievement gaps may persist regardless of academic preparation.
AAC&U, 2005
The Challenge of Under-preparedness
The majority of new students entering
America’s community colleges are
underprepared for college-level academics.
Students are not alone…
Most faculty have no particular training to
teach underprepared students.
Strengthening Pre-Collegiate Education in Community
Colleges, Carnegie Foundation 2008
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Students may be underprepared in one
or more areas and competent in others.
Finding the match between
background, strengths, limitations and
goals is critical.
Strengths of Hispanic/Latin@ students?
Value education as the key to upward social
mobility
Reject negative cultural norms
Aspire to pave the way for others
Possess spiritual assurance
Have a sense of responsibility to family and
community
Resilience
Students’ Strengths
Students of color, especially, shared the ways
in which the commitment and support from
families back home pushed them through the
challenges facing the at school…
Dissecting Diversity at HSU, 2008-2012
Students have role models in parents &
family work hard and persist in the face of
challenges….
Cognitive, Emotional and Behavioral Barriers
Undermining attributions: Beliefs
Ego Involvement
Reluctance to seek assistance
Rivas & Brown, 2007, 2011
Attributions are beliefs that…
Explain successes or failures;
Influence direction, strength, and
persistence of behavior toward
a goal.
Brown & Rivas, 1997, 2004, 2011
Ability Attributions
Attributions affect the extent to which students
become fully engaged in learning and…
the extent to which faculty and staff become
fully engaged in supporting students to
succeed.
Brown & Rivas, 2011
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Attributions and Emotions
Low High Low
Shame/Doubt Helpless/
Hopeless
Non-
engagement;
Giving up
Ability Task Difficulty Goal Expectancy
Belief
Emotion
An Attribution Theory of Achievement, Motivation,
and Emotion, Bernard Weiner, 1985
Shift attributions from ability to
background and preparation
“Those students
can’t do Calculus….” “I can’t do Calculus….”
Shift attributions from ability to
background and preparation
Students’ attributions and those of
faculty and staff.
What background is required
for success in Calculus?
Pre-Calculus
Algebra/Trig
Algebra
Basic Math
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Percentage of Teachers
Without a Major/Minor in Their Field
28
40
14
20 19
31
1618
0
5
10
15
20
25
30
35
40
Math Science English Social
Studies
<20% Free Lunch
>49% Free Lunch
Validating students
Whenever possible, affirm students as
being capable of college-level work.
Rendon, 2012
You belong here, you are a capable learner,
and I am going to support you to succeed….
The Herschbach ApproachDudley Herschbach,
Chemistry Professor Harvard University
The theme of his message on the first day of
class, not a text assignment or a problem set…
It’s more important to be ardent than to be
“brilliant.”
He tries to get his students to believe they
can succeed if they stick around and give
themselves a chance to succeed.
Meets with a student advisory committee for
feedback on how the course is going
We must also help students
change what they believe….
Change meaning of ability/intelligence
from fixed to EXPANDABLE
Emphasize Neural plasticity of Human Brain.
The Power of Validation
Next time you tell Tammy’s story, tell mine:
I scored 700 on my SATs and I have a Ph.D. in Biology from the University of California….
Dr. Robert Urtecho
College of the Sequoias (CA)
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Cognitive, Emotional and Behavioral Barriers
Undermining attributions: Beliefs
Ego Involvement
Reluctance to seek assistance
Rivas & Brown, 2007, 2011
Compare and despair….
Ego-Involvement
The Challenge & Solution
Shift students from
Ego-Involvement to Task-
Involvement…
0
100
Break the Task Into Do-able Components
Mario Rivas’ 0-100% Teaching,
Advising, & Learning Model
Breaking Calculus into Do-Able Components
0
100
Identify a task involved level of
competence that the student
wants to achieve, (e.g. “80”)
and then break the task into
“do-able components…”
80
0-100% Competence/Learning Model
100
0
Sedulous
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0-100% Competence Learning Model
100
0
SedulousAdjective:
Painstakingly
persevering
0-100% Learning Model
100
0
Sedulous
Adjective:
Painstakingly
persevering
Maria was sedulous: she
never gave up despite the
frustration and pain often
associated with becoming
an effective/successful
learner.
“I can’t do Calculus….”
0-100% Learning Model
Focus on the Task
100
0
Calculus 1
Competence Goal 85
Current Performance
Level
45
0-100% Learning Model
Focus on the Task
100
0
Gap
Competence Goal 85
Current Performance
Level
45
0-100% Learning Model
Focus on the Task
100
0
Competence Goal 85
Current Performance
Level
45
Not 0-100
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Focus on the Task
Background/Preparation
100
0
Calculus 1
Necessary
Background
85
Focus on the Task
Background/Preparation
100
0
Calculus 1
Student’s
Background
85
50
Necessary
Background
GAP
Focus on the Task
Time and Effort
100
0
Calculus 1
Necessary
Time & Effort
85
Focus on the Task
Time & Effort
100
0
Calculus 1
Student’s Current
Time & Effort
50
85
Focus on the Task
Time & Effort
100
0
Calculus 1
Appropriate
Time & Effort
85+
0-100% Learning Model
Focus on the Comparison
100
0
Ego Involved:
Failed to Achieve Goal
Competence Goal 85
Original Performance
Level
45
New Performance Level 65
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0-100% Learning Model
Focus on the Task
100
0
Task Involved:
Closing the gap
Competence Goal 85
Original Performance
Level
45
New Performance Level 65
Focus on the Task:
Effective Strategies
Basics: Attend class, buy the book
Use tutoring or SI
Study in groups with other students
Meet with the professor
What WorksWhistling Vivaldi, Claude Steele, 2012
Men of Color and Community Colleges, 2014
Establish trust through demanding and
supportive relationships built on students’
personal and cultural assets;
Set high expectations along with hopeful
narratives that inspire feelings of belonging;
Focus on background and preparation vs.
ability and represent skills as learnable.
High quality teaching by a diverse and engaged
faculty
Provide on-going professional development
Top ten retention practices at
Community Colleges
with > 20% Hispanic Students
Tutoring
Academic advising center
Mandated placement based on test scores
Supplemental instruction
Required remedial/developmental coursework
Program for first generation students
Program for adult students
Freshman seminar/University 101 (non-credit)
Recommended remedial/developmental coursework
Increased number of academic advisors
Top ten retention practices at
Four-Year Colleges
with > 20% Hispanic Students
Reading Center/lab
Learning Communities (non-residential)
Program for first generation students
Extended freshman orientation (credit)
Campus-wide assessment/audit of academic advising
Required on-campus housing for freshmen
Academic advising center
Early warning system
Comprehensive learning assistance center/lab
Advising interventions for selected student populations
We’ve long known what works….
Tutoring (BSU/UMAS/MEChA students (1969 USC)
Mandated placement (Nelson Denny Reading Test)
Required developmental coursework (early 1970s)
Program for first-generation students (EOP 1960s)
FYE, Student Success courses (1965!!)
Early Alert Systems (1970s)
Summer Bridge Programs (1970s)
Extended Orientation (1970s)
Academic/Intrusive Advising (1987)
Supplemental instruction (1973 UM Kansas City)
Learning support for selected student populations (EOP, TRIO 1970s)